Student differences and environment perceptions: How they contribute to student motivation in rural high schools

This research investigated relationships among characteristics of students and learning environments influencing variables related to motivation for learning and achievement in rural high schools. Participants were 625 students in all four grades, in 19 rural, public high schools. Questionnaires assessed two environmental factors, three self-perceptual characteristics, two motivational outcomes and three achievement-related outcomes. Regression analyses were utilized to identify differential predictive relationships. Overall, teacher characteristics appeared to more strongly predict students' positive self-perceptions and motivation than did peer characteristics. Perceived ability and valuing most strongly predicted learning and future goals, which, in turn, most strongly predicted motivation. Motivational outcomes strongly predicted grade in class, but not intention to complete high school or postsecondary aspirations. Important differences emerged by subject area. Implications for research and classroom practice are discussed.